Solidarity and conflict: aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences     

Wolff-Michael Roth  Kenneth Tobin 《Cultural Studies of Science Education》2010,5(4):807-847

This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means of learning to teach in inner-city schools, successful teacher-teacher collaborations are characterized by prosodic expressions that converge over time and adapt to match the prosodic parameters of students’ talk. In these situations our ethnographic data provide evidence of solidarity and positive emotions among the teachers and also between students and teachers. Unsuccessful collaborations are associated with considerable differences in pitch between consecutive speakers participating in turns-at-talk, these being related to the production of negative emotions and conflicts at longer time scales. Situational conflicts are co-expressed by increases in pitch levels, speech intensities, and speech rates; and conflict resolution is accelerated by the coordination of pitch levels. Our study therefore suggests that prosodic alignment and misalignment are resources that are pragmatically deployed to manage face-to-face interactions that have solidarity and conflict as their longer-term outcomes.  相似文献   

STANLEY CAVELL ON PHILOSOPHY,LOSS, AND PERFECTIONISM     

Klas Roth 《Educational theory》2010,60(4):395-403

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Is science me? High school students' identities,participation and aspirations in science,engineering, and medicine     

Pamela R. Aschbacher  Erika Li  Ellen J. Roth 《科学教学研究杂志》2010,47(5):564-582

This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non‐science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564–582, 2010  相似文献   

From a Sense of Stereotypically Foreign to Belonging in a Science Community: Ways of Experiential Descriptions About High School Students’ Science Internship     

Pei-Ling Hsu  Wolff-Michael Roth 《Research in Science Education》2010,40(3):291-311

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Representations of scientists in Canadian high school and college textbooks     

Michiel van Eijck  Wolff‐Michael Roth 《科学教学研究杂志》2008,45(9):1059-1082

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Specifying the ethnomethodological “what more?”     

Wolff-Michael Roth 《Cultural Studies of Science Education》2009,4(1):1-12

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Interpretations of graphs by university biology students and practicing scientists: Toward a social practice view of scientific representation practices     

G. Michael Bowen  Wolff‐Michael Roth  Michelle K. McGinn 《科学教学研究杂志》1999,36(9):1020-1043

Using graphs is a key social practice of professional science. As part of a research program that investigates the development of graphing practices from elementary school to professional science activities, this study was designed to investigate similarities and differences in graph‐related interpretations between scientists and college students engaged in collective graph interpretation. Forty‐five students in a second‐year university ecology course and four scientists participated in the study. Guided by domain‐ specific concerns, scientists' graph‐related activities were characterized by a large number of experience‐based, domain‐specific interpretive resources and practices. Students' group based activities were characterized by the lack of linguistic distinctions (between scientific terms) which led to ambiguities in group negotiations; there was also a lack of knowledge about specific organism populations which helped field ecologists construct meaning. Many students learned to provide correct answers to specific graphing questions but did not come to make linguistic distinctions or increase their knowledge of specific populations. In the absence of concerns other than to do well in the course, students did not appear to develop any general interpretive skills for graphs, but learned instead to apply the professor's interpretation. This is problematic because, as we have demonstrated, there are widely differing viable interpretations of the graph. Suggestions for changes in learning environments for graphing that should alleviate this problem are made. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1020–1043, 1999  相似文献   

Why may students fail to learn from demonstrations? A social practice perspective on learning in physics     

Wolff-Michael Roth  Campbell J. McRobbie  Keith B. Lucas  Sylvie Boutonn 《科学教学研究杂志》1997,34(5):509-533

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The dance of change: The challenges to sustaining momentum in learning organizations     

Peter Senge  Art Kleiner  Charlotte Roberts  Richard Ross  George Roth  Bryan Smith  Elizabeth C. Guman 《Performance Improvement》1999,38(5):55-58

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Learning how to learn in the seventh-inning stretch     

Kitty Pijanowski  James R. Johnson  Gene L. Roth 《Performance Improvement》1996,35(3):20-22

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